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General Education Assessment

General Education Assessment. AAC&U GE and Assessment Conference March 1, 2007. Program Assessment. an on-going process designed to monitor and improve student learning. Faculty: Develop learning outcomes Verify alignment Collect assessment data Close the loop. Definitions.

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General Education Assessment

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  1. General Education Assessment AAC&U GE and Assessment Conference March 1, 2007

  2. Program Assessment an on-going process designed to monitor and improve student learning. Faculty: • Develop learning outcomes • Verify alignment • Collect assessment data • Close the loop

  3. Definitions • Direct vs. Indirect Assessment • Embedded Assessment • Authentic Assessment • Formative vs. Summative Assessment • Triangulation

  4. Quotations from the Wise and Experienced

  5. Assessment Steps • Define learning outcomes • Check for alignment • Develop an assessment plan • Collect assessment data • Close the loop • Improve the assessment process

  6. Learning Outcomes • Clarify what faculty want students to learn • Clarify how the assessment should be done

  7. Types of Outcomes • Knowledge • Skills • Values

  8. Levels of Outcomes • Course • Program • Institutional

  9. GE Program Outcomes • Focus on how students can demonstrate their learning • Should be widely distributed • Should be known by all stakeholders • Guide course and curriculum planning • Encourage students to be intentional learners • Focus assessment efforts

  10. Goals vs. Outcomes Examples

  11. Is each a goal or an outcome?

  12. Bloom’s Taxonomy

  13. Review Examples of GE Outcomes

  14. Types of GE Outcomes • Short list of more general outcomes • Longer list of outcomes related to specific requirements

  15. Ensuring/Verifying Alignment • Course Certification • Course Recertification • Alignment Projects

  16. GE Alignment Questions • Curriculum Cohesion • Pedagogy and Grading • Support Services • GE Instructors • Learning-Centered Campuses

  17. Cohesive Curriculum • Coherence • Synthesizing experiences • On-going practice • Systematically created opportunities to develop increasing sophistication

  18. Alignment Matrix (Curriculum Map) • I = Introduced • D = Developed & Practiced with Feedback • M = Demonstrated at the Mastery Level Appropriate for Graduation

  19. Is this a cohesive curriculum?

  20. Assessment Plan • Who? • What? • When? • Where? • How?

  21. Assessment should be meaningful, manageable, and sustainable.

  22. We don’t have to assess every outcome in every student every year.

  23. Levels of GE Assessment • Course-Level • Program-Level • Institution-Level

  24. Comparisons of the Three Approaches

  25. Sampling • Relevant Samples • Representative Samples • Reasonably-Sized Samples

  26. Ethical Issues to Consider • Anonymity • Confidentiality • Informed Consent • Privacy

  27. Sample Assessment Plans Find examples of: • Direct assessment • Indirect assessment • Formative assessment • Summative assessment • Alignment-related assessment • Triangulation

  28. Assessment Techniques • Direct Assessment • Indirect Assessment

  29. Properties of Good Assessment Techniques • Valid • Reliable • Actionable • Efficient and Cost-Effective • Engaging to Respondents • Interesting to Us • Triangulation

  30. Direct Assessment • Published Tests • Locally-Developed Tests • Embedded Assessment • Portfolios • Collective Portfolios

  31. Indirect Assessment • Surveys • Interviews • Focus Groups

  32. Rubrics • Holistic Rubrics • Analytic Rubrics

  33. Online Rubrics

  34. Rubric Category Labels

  35. Rubric Strengths • Efficient use of faculty time • Precisely define faculty expectations • Training can be effective • Criterion-referenced judgments • Can be used by others

  36. Using Rubrics for Grading and Assessment • Numbers for grading • Categories for assessment • Numbers and other criteria under individual faculty control • Speed up grading • Provide formative feedback

  37. Using Rubrics in Courses 1. Hand out rubric with assignment. 2. Use rubric for grading. 3. Develop rubric with students. 4. Students apply rubric to examples. 5. Peer feedback using rubric. 6. Self-assessment using rubric.

  38. Creating a Rubric • Adapt an existing rubric • Analytic approach • Expert-systems approach

  39. Managing Group Readings • One reader/document • Two independent readers/document • Paired readers

  40. Before inviting colleagues: • Develop and pilot test rubric. • Select exemplars. • Develop a recording system. • Consider pre-programming a spreadsheet.

  41. Orientation and Calibration

  42. Closing the Loop • Celebrate! • Change pedagogy • Change curriculum • Change student support • Change faculty support

  43. Bringing It All Together • Campus-wide conversations • Institution-wide implications for faculty/staff development • Quality-assurance process • Reporting structure • Implications for funding or infrastructure development

  44. Some Friendly Suggestions • Focus on what is important. • Don’t try to do too much at once. • Take samples. • Pilot test procedures. • Use rubrics. • Close the loop. • Keep a written record.

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